Module 4

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Module 4: Creating Sample of Learning


What will we do?
  • Plan and share ways to incorporate the Internet into your Unit Plan.
  • Plan and create a student sample presentation, publication, wiki, or blog to target specific learning objectives in your unit.
  • Assess your student sample using questions based on the Portfolio rubric
  • Update your Unit Portfolio Presentation

Pair and Share: Incorporating the Internet into Units
  • With your original Pair/Share partner(s), discuss the questions listed on p. 4.01.

Group Discussion:
  • Each group will be assigned one of the topics on p. 4.02 that address how we can help students successfully complete project tasks.
  • Choose a reporter.
  • The reporter from each group will summarize the group discussion by creating a new discussion thread in the Engage Community group. Be sure to identify the members of the group and the topic.

Examining Student Samples
  • You will view a variety of student samples and then create a student sample for your unit in this activity.
  • Independent Work: Complete 1-4 on p. 403.
  • Small Group: Discuss the topics listed in number 5 on p. 4.03.
  • Other examples of student samples can be found at http://www.intel.com/education/DesignProjects

Planning The Student Sample
  • Review your CFQs, standards and objectives, higher-order thinking skills, and 21st century skills you are addressing in your student sample.
  • Determine the types of technology that would best support the learning and skills you want your students to be able to demonstrate by the end of the unit.
  • Student products can be created at different points during the unit and for different purposes. Student products are not always culminating projects.
Reviewing Project Design
  • Think about how a project-approach to learning can help your students meet your learning goals.
  • Consider a project scenario in which your students take on real-world roles to solve a problem.
  • Consider:
    • What real-world connections are possible for your unit?What scenarios might help your students make those real-world connections?
    • What roles might your students play?
    • What tasks might your students complete as they carry out roles?
    • Note: Refer to the Project Characteristics Checklist on page A.07 or in the CD/Assessment folder.

Connecting My Student Sample to Questions, Objectives, and 21st Century Skills
  • Work through Step 2 on pp. 4.06-4.07
Choosing the Best Tool for the Job
  • Part of developing your student sample is to view the available tools, consider how students can best demonstrate their learning, and reviewing the available technology tools.
  • Review the information presented in Step 3, pp. 4.07-4.10 to select the best tool for your student sample.
Planning the Content for your Student Sample
  • You may want to use the checklist and storyboard templates available in the CD/Student Samples/Templates folder.
  • You will be creating a sample as if you were the student. Things to consider:
    • The age of your students
    • The type of content you expect them to present
  • Think about how target student learning objectives will be achieved and how the final product will help to achieve those learning objectives.
  • Follow steps 1-4 on pp. 4.10-4.11 as you plan the content for your unit.

Activity 3: Looking at Learning from a Student Perspective
  • You are now ready to prepare your student sample based upon the considerations and decisions you have made.
  • You will choose 1 of the 4 options for your student sample:
    • Presentation
    • Publication
    • Wiki
    • Blog
  • Follow the steps for Activity 3, pp .4.11-4.14

Revisiting My Unit Plan
  • In this activity, you begin to draft the Instructional Procedures for your Unit Plan.
  • Follow steps 1-4 on p. 4.14 (Activity 4).
Relecting on My Learning
  • Go to the Engage Community Group blog and respond to the prompt for Module 4 Reflection. Remember to click on <Comment> to enter your response.